An in-depth discussion on the No Child Left Behind Act (NCLB) and its effect on English language learners (ELLs).
Written in 2008; 4,650 words; 13 sources; APA; $ 120.95
Paper Summary:
The paper reveals that the number of English language learner (ELL) students in American classrooms continues to increase faster than the system can accommodate them. The paper provides tentative research questions and reviews the relevant literature on ELL students and the No Child Left Behind Act (NCLB). The paper highlights the limitations of the NCLB in helping ELL students in the present school system. The paper then suggests establishing a voucher system for schools so parents could choose the best school to meet their children's learning needs or allocating additional resources to help busy teachers provide the individualized level of attention ELL students need.
Outline:
Tentative Research Questions
Rationale for the Study
Significance of the Study
Review of the Relevant Literature
Investigation
Discussion
From the Paper:
"The United States is no longer a "melting pot, but has rather emerged in the 21st century as a "salad bowl" where many minorities may not readily become as assimilated into mainstream American society as in years past. The implications of these trends for the public school system in the U.S. has been profound, particularly in view of the recent mandates established by the No Child Left Behind Act of 2001 (hereinafter "NCLB," or alternatively, "the Act"). According to Arce, Luna, Borjian and Conrad, "Proponents of the No Child Left Behind Act claim that its mission is to close the achievement gap by holding school districts and states accountable, encouraging the use of flexible educational approaches, and supporting parents' rights to school choice" (p. 56). Less than 13 percent of teachers in American classrooms currently possess even minimal ESL training, though, and just 8 to 10 percent of teachers have bilingual or ESL certification (Rice & Pappamihiel, 2004)."
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